Sprache, Genres und Diskurstraditionen. Kognitionslinguistische Modelle im Lichte der romanistischen Theoriebildung

This paper provides an overview of the recent developments in genre-related studies within the frameworks of Construction Grammar and Cognitive Grammar and compares them to the notion of discourse traditions, which is well-established in Romance linguistics but remains mostly unknown outside of it. It will be shown that, whereas the notion of discourse traditions finds its origins in Coseriu’s full-fledged general theory speaking, recent constructionist approaches to linguistic genres (communicative genres, discourse genres, sedimented patterns, discourse patterns) are merely on the verge of developing into an integrated theory of language. Conversely, this paper will point to those aspects of more recent theories that offer the advantage of focusing on the cognitive dimension of the production, reception and interpretation of linguistic genres. Finally, it will be argued that despite their similarities, each notion provides a distinct perspective on its object.

Rhetorical move and genre knowledge development of English and Indonesian abstracts: A comparative analysis

A plethora of research has shown that genre analysis through move analysis is a practical approach to identify the complexity of writing research articles (RAs). However, little is known about the genre knowledge development that is manifested in abstract discourse patterns. This study aims to determine whether or not there is an influence from the level of education with the development of genre knowledge, especially in the field of writing research abstracts. Using Hyland’s (2000) five-move analysis model, this study analyzed the comparison and identity of abstracts of theses and dissertations in English and Indonesian. From the analysis, it can be seen that there are some differences and similarities in the manifestation of abstract discourse patterns in English and Indonesian final paper abstracts. In terms of genre knowledge, its development could be reflected through the level of study, in this case, from master’s to doctoral degrees. As evident in the dissertation abstracts in both languages, Move 1 (Introduction) evinces richer varieties in step realizations than in master’s theses. The analysis also indicates no crucial differences in genre knowledge development across languages and fields of study. Further comparative research on this particular topic with more subject of data is suggested.

Symbol of Reconciliation and Far-Right Stronghold?

In the eastern German city of Dresden, populist and nativist far-right groups, such as the homegrown pegida and the AfD, enjoy particularly robust support among the population, even though Dresden is presented as a symbol of peace and reconciliation. Many residents base their personal and social identity on Dresden’s long-established narrative as an iconic baroque city that suffered an unparalleled loss and victimization in the 1945 Allied bombings, prior to its post-reunification revival. However, this narrative includes a blind spot about the Nazi context of the destruction, opening it up to various political appropriations from the gdr era to today. I suggest that the strength of the far right in Dresden is caused by a seamless linking of Dresden’s perception as a victim due to cultural losses and the far right’s fear of losing a unique German identity and homeland. As examples, I analyze discourse patterns of remembrance during the bombing anniversaries in 2015 and 2020.

Identifying discourse patterns in social media comments on “politically correct” language

This paper presents an analysis of online comments on German newspaper articles dealing with non-discriminating language use. Combining bottom-up quantitative methods with qualitative analyses allows for identifying recurrent discourse patterns as well as typical narratives that play a role in this debate. I argue that if a major goal of critical cognitive linguistics is to reach out to the general public, understanding the appeal of such narratives (which are, obviously, often factually wrong) is just as important as identifying and refuting them.

Identifying discourse patterns in online comments on "politically correct" language

This paper presents an analysis of online comments on German newspaper articles dealing with non-discriminating language use. Combining bottom-up quantitative methods with qualitative analyses allows for identifying recurrent discourse patterns as well as typical narratives that play a role in this debate. I argue that if a major goal of critical cognitive linguistics is to reach out to the general public, understanding the appeal of such narratives (which are, obviously, often factually wrong) is just as important as identifying and refuting them.

Analysis of U.S., Kenyan, and Finnish Discourse Patterns in a Cross-Cultural Digital Makerspace Learning Community Through the IBE-UNESCO Global Competences Framework

In 2017, the International Bureau of Education (IBE) at the United Nations Educational, Scientific and Cultural Organization (UNESCO) put forth seven global competences to address accelerating technological progress and increasing levels of complexity and uncertainty affecting many facets of society (Marope, 2017). These competences were used in examining participant discourse in a global, collaborative digital makerspace environment, where students ages 12 to 17 from six countries develop and share STEM-focused media artifacts. The participants communicate synchronously through video conference calls, referred to as online global meet-ups. The meet-ups allow students to present media artifacts they have created, share ideas, exchange information, and provide feedback. In this analysis, epistemic network analysis (ENA), a technique in quantitative ethnography, is used to examine the connections made among the IBE-UNESCO global competences in a meet-up involving participants from Finland, Kenya, and the U.S. ENA network models were created initially for the three sites, then further disaggregated by time segment to analyze how participant discourse patterns may have evolved in each context. Through this approach, the paper explores more broadly the interactive role of media making, cross-cultural engagement, and collaborative learning in the development of global competences in students.